Critical Art Theory Of Raja Ravi Varmas Essay Example | Topics and Well Written Essays - 1500 words

Critical Art Theory Of Raja Ravi Varmas - Essay Example However, it should be noted that Raja Ravi Varma was noted for this realistic depiction of scenes from epics like the Mahabharata and Ramayana. He was recognized as a painter who made a fusion between Indian and Western art forms in terms of academic art. His talents were highly recognized in the west because of the depictions of bright colors and stylishly postured women in the sari. One such recognition came in 1873 with the Vienna Art Exhibition first prize. To the western world, he is regarded as one of the most prolific painters of the Indian tradition. But this could be termed as a bit exaggerated in the sense that during his time (1848- 1906) there were other stalwarts of the artists whose philosophies were not completely understood or conceptualized by the western art connoisseurs. During the period Raja Ravi Verma was working the most prominent of his contemporary colleagues were Abanindranath Tagore, Gaganendranath Tagore, Nandalal Bose, Jamini Roy and Gopal Ghosh of the 'Bengal School'. This was a school of thought process that was deeply influenced by the philosophic revival or renaissance of ancient Indian learning or values by the poet Rabindranath Tagore. These people choose subjects from both Indian history and mythology and juxtaposed them with the modern nationalist feeling of the time in the late 19th century. Their approach was guided by the philosophical essence of the philosophies of Hinduism with relevance to the political drifts and agitations against the British Raj in India. It was a form of painting with a mission of an extended approach of non-violence. (King, 2001, 143) So much is narrated about the Bengal School because at the same given point of time Raja Ravi Verma's approach towards painting was more religious than nationalist which stands a stark difference with his contemporary artists as he chooses to neglect the philosophical and the most important part of Hindu or Indian painting. Religion and philosophy are completely two different aspects of the trade. The religion of Hinduism is supposed to be formulated at around BC 2500 with the advent of the Aryans into the Indian subcontinent. But the religion in the context of a Hindu is not so much faith but mostly a way of life. It could be safely mentioned that Hinduism does not speak of a specific faith or code of conduct but is basically an accumulation of various school of philosophical thoughts. Under this perspective, a Hindu is free to choose his mode of philosophy where even the existence of a God is not mandatory. There are six main schools of thoughts called "sadadarshan" within the parameter of a Hindu philosophical essence and four of these schools overlook the need of a God altogether. (Fletcher, 2003, 276) Â  

Science in an Educational Context Essay Example | Topics and Well Written Essays - 4000 words

Science in an Educational Context - Essay Example Apart from discussing the philosophy of science, this paper would reveal the true extent to which national framework over the years has matched the aims of the science subject. It would discuss how far it has been capable of evolving scientific philosophy into the curriculum while improving the youth. Of course, the paper would analyse scientific philosophical implementations into modern day curriculum and the analysis of the depth as to how far the curriculum has addressed scientific theories and practical on different levels. After all, according to White (2003) it is through the anticipation of school subjects that young minds are able to achieve certain end points (White, 2003, p. 1). It would be better to discuss first the philosophy of education and the role it has played in developing National curriculum. Education not only demonstrates societal values but reflects the true morals of any society, therefore reshaping education standards elucidate the kind of society one want to be. Science in this context plays a vital role in recognising a set of common values and applying those values in the school curriculum so that the upcoming generation produces scientists and philosophers rather than producing simple graduates. Resolving the debate about the role science plays in education, most authors believe in the notion that among school subjects, science is usually the best subject which serves as a guide to nourish the minds by providing them the opportunity to observe future behavior of things, for example comets, bridges and power plants. Modern day example also includes different levels of technology. Philosophy of science has enabled our schools as well as students to seek around the most reliable means for predicting scientific explanations and various discoveries about science that occur in the world around us. It is through the contributions of scientific philosophy that new curriculum 2000 has added subjects like 'scientific literacy' as compulsory science education (SIS, 2009a). The same awareness in the longer run leads to diversify subjects like genetics and brain science that offer students to analyse the prospect of a physical science of human beings and their behaviour. It is through the miracles of science that philosophers have aided us with such entities that are hypothesized by modern science, such as genes, viruses, atoms, black holes, and most forms of electromagnetic radiation that remain unobservable. So, whatsoever the scientific method is adopted to equip our generation and however the subject is justified, teachers ought to believe in the practical and theoretical approach that the curriculum tells us about scientific reality beyond the appearances of things (Ladyman, 2002, p. 129). National Curriculum in the context of Historical development In the pages of educational history, the Foster Act 1970 set a foundation of a national school system but was still unable to fill in the gaps left by religious institutes. Foster's 1870 Education Act, though provided an edge to a growing economy but on a political basis where the main aim was to educate laborers. This way children aged 5 to 12 started getting education with an intention of acquiring a least standard of education for everyone. Since the main aim was to provide industrial efficiency to the state under the umbrella of political diplomacy, therefore British government lagged behind